AFCC 61st Annual Conference Institute 5 Evaluation Survey

Institute 5: Child Sexual Abuse in Custody Cases

This institute will focus on the considerable challenges of addressing allegations of child sexual abuse in the context of child custody litigation. The program will explore cutting-edge research, law, policy, and practice from the bench to the bar, and for mental health practitioners involved in various forensic capacities. Presenters will explore how to understand what is true about allegations, recognizing the various levels of unsupportable claims, how to analyze facts, and how to make good decisions and recommendations. Topics include: missteps due to misconceptions; context for understanding when and how reports of abuse arise in custody matters; assessing reports of abuse; assessing professionals' qualifications and work product; custody arrangements depending on the outcome of reported abuse.

	1	2	3	4	5
1. Differentiate between the myths and facts about the incidence and validity of child sexual abuse allegations in the custody/visitation context.	1. Differentiate between the myths and facts about the incidence and validity of child sexual abuse allegations in the custody/visitation context. 1	1. Differentiate between the myths and facts about the incidence and validity of child sexual abuse allegations in the custody/visitation context. 2	1. Differentiate between the myths and facts about the incidence and validity of child sexual abuse allegations in the custody/visitation context. 3	1. Differentiate between the myths and facts about the incidence and validity of child sexual abuse allegations in the custody/visitation context. 4	1. Differentiate between the myths and facts about the incidence and validity of child sexual abuse allegations in the custody/visitation context. 5
2. Discuss why child sexual abuse may begin or first be disclosed at divorce.	2. Discuss why child sexual abuse may begin or first be disclosed at divorce. 1	2. Discuss why child sexual abuse may begin or first be disclosed at divorce. 2	2. Discuss why child sexual abuse may begin or first be disclosed at divorce. 3	2. Discuss why child sexual abuse may begin or first be disclosed at divorce. 4	2. Discuss why child sexual abuse may begin or first be disclosed at divorce. 5
3. Discuss why binary thinking about these allegations -- they are either true or false – is flawed and compromises accurate assessment in some cases.	3. Discuss why binary thinking about these allegations -- they are either true or false – is flawed and compromises accurate assessment in some cases. 1	3. Discuss why binary thinking about these allegations -- they are either true or false – is flawed and compromises accurate assessment in some cases. 2	3. Discuss why binary thinking about these allegations -- they are either true or false – is flawed and compromises accurate assessment in some cases. 3	3. Discuss why binary thinking about these allegations -- they are either true or false – is flawed and compromises accurate assessment in some cases. 4	3. Discuss why binary thinking about these allegations -- they are either true or false – is flawed and compromises accurate assessment in some cases. 5
4. Assess the interviewing techniques of others, including Child Protective Services, prosecutors, and mental health professionals.	4. Assess the interviewing techniques of others, including Child Protective Services, prosecutors, and mental health professionals. 1	4. Assess the interviewing techniques of others, including Child Protective Services, prosecutors, and mental health professionals. 2	4. Assess the interviewing techniques of others, including Child Protective Services, prosecutors, and mental health professionals. 3	4. Assess the interviewing techniques of others, including Child Protective Services, prosecutors, and mental health professionals. 4	4. Assess the interviewing techniques of others, including Child Protective Services, prosecutors, and mental health professionals. 5
5. Identify how to assess and make temporary and permanent recommendations about custody and visitation that promote the best interests of the child rather than the needs of the parents, in the wake of child sexual abuse allegations.	5. Identify how to assess and make temporary and permanent recommendations about custody and visitation that promote the best interests of the child rather than the needs of the parents, in the wake of child sexual abuse allegations. 1	5. Identify how to assess and make temporary and permanent recommendations about custody and visitation that promote the best interests of the child rather than the needs of the parents, in the wake of child sexual abuse allegations. 2	5. Identify how to assess and make temporary and permanent recommendations about custody and visitation that promote the best interests of the child rather than the needs of the parents, in the wake of child sexual abuse allegations. 3	5. Identify how to assess and make temporary and permanent recommendations about custody and visitation that promote the best interests of the child rather than the needs of the parents, in the wake of child sexual abuse allegations. 4	5. Identify how to assess and make temporary and permanent recommendations about custody and visitation that promote the best interests of the child rather than the needs of the parents, in the wake of child sexual abuse allegations. 5

1. Differentiate between the myths and facts about the incidence and validity of child sexual abuse allegations in the custody/visitation context.

1. Differentiate between the myths and facts about the incidence and validity of child sexual abuse allegations in the custody/visitation context. 1

1. Differentiate between the myths and facts about the incidence and validity of child sexual abuse allegations in the custody/visitation context. 2

1. Differentiate between the myths and facts about the incidence and validity of child sexual abuse allegations in the custody/visitation context. 3

1. Differentiate between the myths and facts about the incidence and validity of child sexual abuse allegations in the custody/visitation context. 4

1. Differentiate between the myths and facts about the incidence and validity of child sexual abuse allegations in the custody/visitation context. 5

2. Discuss why child sexual abuse may begin or first be disclosed at divorce.

2. Discuss why child sexual abuse may begin or first be disclosed at divorce. 1

2. Discuss why child sexual abuse may begin or first be disclosed at divorce. 2

2. Discuss why child sexual abuse may begin or first be disclosed at divorce. 3

2. Discuss why child sexual abuse may begin or first be disclosed at divorce. 4

2. Discuss why child sexual abuse may begin or first be disclosed at divorce. 5

3. Discuss why binary thinking about these allegations -- they are either true or false – is flawed and compromises accurate assessment in some cases.

3. Discuss why binary thinking about these allegations -- they are either true or false – is flawed and compromises accurate assessment in some cases. 1

3. Discuss why binary thinking about these allegations -- they are either true or false – is flawed and compromises accurate assessment in some cases. 2

3. Discuss why binary thinking about these allegations -- they are either true or false – is flawed and compromises accurate assessment in some cases. 3

3. Discuss why binary thinking about these allegations -- they are either true or false – is flawed and compromises accurate assessment in some cases. 4

3. Discuss why binary thinking about these allegations -- they are either true or false – is flawed and compromises accurate assessment in some cases. 5

4. Assess the interviewing techniques of others, including Child Protective Services, prosecutors, and mental health professionals.

4. Assess the interviewing techniques of others, including Child Protective Services, prosecutors, and mental health professionals. 1

4. Assess the interviewing techniques of others, including Child Protective Services, prosecutors, and mental health professionals. 2

4. Assess the interviewing techniques of others, including Child Protective Services, prosecutors, and mental health professionals. 3

4. Assess the interviewing techniques of others, including Child Protective Services, prosecutors, and mental health professionals. 4

4. Assess the interviewing techniques of others, including Child Protective Services, prosecutors, and mental health professionals. 5

5. Identify how to assess and make temporary and permanent recommendations about custody and visitation that promote the best interests of the child rather than the needs of the parents, in the wake of child sexual abuse allegations.

	1	2	3	4	5
Level of knowledge and expertise	Level of knowledge and expertise 1	Level of knowledge and expertise 2	Level of knowledge and expertise 3	Level of knowledge and expertise 4	Level of knowledge and expertise 5
Teaching ability	Teaching ability 1	Teaching ability 2	Teaching ability 3	Teaching ability 4	Teaching ability 5
Maintained my interest	Maintained my interest 1	Maintained my interest 2	Maintained my interest 3	Maintained my interest 4	Maintained my interest 5
Was responsive to questions, comments and opinions	Was responsive to questions, comments and opinions 1	Was responsive to questions, comments and opinions 2	Was responsive to questions, comments and opinions 3	Was responsive to questions, comments and opinions 4	Was responsive to questions, comments and opinions 5

Level of knowledge and expertise

Level of knowledge and expertise 1

Level of knowledge and expertise 2

Level of knowledge and expertise 3

Level of knowledge and expertise 4

Level of knowledge and expertise 5

Teaching ability

Teaching ability 1

Teaching ability 2

Teaching ability 3

Teaching ability 4

Teaching ability 5

Maintained my interest

Maintained my interest 1

Maintained my interest 2

Maintained my interest 3

Maintained my interest 4

Maintained my interest 5

Was responsive to questions, comments and opinions

Was responsive to questions, comments and opinions 1

Was responsive to questions, comments and opinions 2

Was responsive to questions, comments and opinions 3

Was responsive to questions, comments and opinions 4

Was responsive to questions, comments and opinions 5

	1	2	3	4	5
Level of knowledge and expertise	Level of knowledge and expertise 1	Level of knowledge and expertise 2	Level of knowledge and expertise 3	Level of knowledge and expertise 4	Level of knowledge and expertise 5
Teaching ability	Teaching ability 1	Teaching ability 2	Teaching ability 3	Teaching ability 4	Teaching ability 5
Maintained my interest	Maintained my interest 1	Maintained my interest 2	Maintained my interest 3	Maintained my interest 4	Maintained my interest 5
Was responsive to questions, comments and opinions	Was responsive to questions, comments and opinions 1	Was responsive to questions, comments and opinions 2	Was responsive to questions, comments and opinions 3	Was responsive to questions, comments and opinions 4	Was responsive to questions, comments and opinions 5

Level of knowledge and expertise

Level of knowledge and expertise 1

Level of knowledge and expertise 2

Level of knowledge and expertise 3

Level of knowledge and expertise 4

Level of knowledge and expertise 5

Teaching ability

Teaching ability 1

Teaching ability 2

Teaching ability 3

Teaching ability 4

Teaching ability 5

Maintained my interest

Maintained my interest 1

Maintained my interest 2

Maintained my interest 3

Maintained my interest 4

Maintained my interest 5

Was responsive to questions, comments and opinions

Was responsive to questions, comments and opinions 1

Was responsive to questions, comments and opinions 2

Was responsive to questions, comments and opinions 3

Was responsive to questions, comments and opinions 4

Was responsive to questions, comments and opinions 5

	1	2	3	4	5
Level of knowledge and expertise	Level of knowledge and expertise 1	Level of knowledge and expertise 2	Level of knowledge and expertise 3	Level of knowledge and expertise 4	Level of knowledge and expertise 5
Teaching ability	Teaching ability 1	Teaching ability 2	Teaching ability 3	Teaching ability 4	Teaching ability 5
Maintained my interest	Maintained my interest 1	Maintained my interest 2	Maintained my interest 3	Maintained my interest 4	Maintained my interest 5
Was responsive to questions, comments and opinions	Was responsive to questions, comments and opinions 1	Was responsive to questions, comments and opinions 2	Was responsive to questions, comments and opinions 3	Was responsive to questions, comments and opinions 4	Was responsive to questions, comments and opinions 5

Level of knowledge and expertise

Level of knowledge and expertise 1

Level of knowledge and expertise 2

Level of knowledge and expertise 3

Level of knowledge and expertise 4

Level of knowledge and expertise 5

Teaching ability

Teaching ability 1

Teaching ability 2

Teaching ability 3

Teaching ability 4

Teaching ability 5

Maintained my interest

Maintained my interest 1

Maintained my interest 2

Maintained my interest 3

Maintained my interest 4

Maintained my interest 5

Was responsive to questions, comments and opinions

Was responsive to questions, comments and opinions 1

Was responsive to questions, comments and opinions 2

Was responsive to questions, comments and opinions 3

Was responsive to questions, comments and opinions 4

Was responsive to questions, comments and opinions 5

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

AFCC 61st Annual Conference Institute 5 Evaluation

Question Title

* 1. Based on the content of this session, I am able to: (1=Strongly disagree, 5=Strongly agree)

Question Title

* 2. Please rate presenter: Seth L. Goldstein, JD (1=Poor, 5=Excellent)

Question Title

* 3. Please rate presenter: Mindy F. Mitnick, MEd, MA (1=Poor, 5=Excellent)

Question Title

* 4. Please rate presenter: Commissioner Joanne Brown (Ret.) (1=Poor, 5=Excellent)

Question Title

* 5. The content of the presentation was consistent with the abstract in the conference brochure

Question Title

* 6. Please rate this session presentation overall (1=Poor, 5=Excellent)

Question Title

* 7. How much did you learn as a result of this CE program? (1=Very little, 5=Great deal)

Question Title

* 8. Information presented in this session reflected the most current evidence on this topic (1=Disagree, 5=Agree)

Question Title

* 9. How useful was the content of this CE program for your practice or other professional development (1=Not useful, 5=Extremely useful)

Question Title

* 10. Additional Comments